Science in the News: If you are 27 or younger you have never experienced a colder than average month

http://grist.org/news/if-youre-27-or-younger-youve-never-experienced-a-colder-than-average-month/

Tech Professor Receives Death Threats Over Climate Change

Here is a link to a couple of articles about Tech Political Science Professor Katharine Hayhoe. Dr. Hayhoe is a climate scientist whose research supports the conclusion that human activity have helped to cause global climate change. Dr. Hayhoe is perhaps unique in the debate about climate change because she is an evangelical Christian and she and her husband, a pastor, have written a book about climate change from an evangelical perspective.

http://www.katharinehayhoe.com/

I was quite disturbed to learn that her views have led to her receiving death threats!! If you would like to know more about this then please take a look at the following articles. I think these articles show how misunderstood the process of science is by many Americans!

Texas Tech scientist sees intimidation effort behind barrage of hate mail. http://texasclimatenews.org/wp/?p=4153

Newt Dumps Christian Climate Scientist
http://motherjones.com/environment/2012/01/newt-dumps-leading-climate-scientist

McG's Last Day

Obviously, in a one-semester course that attempts to integrate Geology, Climate Science, Oceanography, and Biology there will be lots of potentially topics that will remain uncovered.  Today I would like to illustrate two important points "take home points" by having us watch two of my favorite videos.

The World is Complicated and It is Really Cool!!
One of the highlight of my "biology life" was visiting Kruger Park when I was about 13 (how sad to peak so young). I saw lots of amazing animals, but I didn't see anything like this. This video keeps getting better so watch it all the way to the end. Enjoy!!

http://www.youtube.com/watch?v=LU8DDYz68kM



There Are Lots of People on the Earth!!
Here is a link to a YouTube video on "World Population" The first minute and a half or so is a little boring, so you can skip over it if you wish. However, I think the animation showing when and where human population growth has been occurring is really cool.

http://www.youtube.com/watch?v=4BbkQiQyaYc

Presentation Schedule & Important Dates and Deadlines

As we near the end of the semester I want to make sure that everyone is aware of what is coming up and is clear on all of the important dates and deadlines.

Lecture
The presentation schedule is provided below.  Your oral presentation will account for 15% of your lecture grade and your term paper on the same topic (3 - 5 pages) will count for 15% as well.  The paper is due on Wednesday December 5th.

Lab
There will be no oral report of your lab results.  The scientific paper reporting on the results of your study is due on December 10th by 5:00 PM.

Final Exam
The Final Exam will be on Tuesday December 11th  7:30 - 10:00.

Presentation Schedule

Monday November 19
Purshia- Environmental Philosphy
Ry

Monday November 26
Emily
Sarah M- Climate Change and Culture
Jessica

Wednesday November 28
Jessie- Cephalopods
Reagan
Tim- Tides

Friday November 30
Stuart
Stewart
Krista- Rainforest Sustainability

Monday December 3
CJ
Mackenzie
Kelsey- Evolution

Wednesday December 5
Jerron
Allie
Sam

Global Carbon Cycle and Climate Change

Further Reading

Reports from the Intergovernmental Panel on Climate Change

A report of Working Group I of the Intergovernmental Panel on Climate Change:
Summary for Policymakers
http://www.ipcc.ch/pdf/assessment-report/ar4/wg1/ar4-wg1-spm.pdf

IPCC- Synthesis Report- http://www.ipcc.ch/pdf/assessment-report/ar4/syr/ar4_syr.pdf

Articles from EoE

Global Warming- http://www.eoearth.org/article/Global_warming

Most of the slides from the global climate change portion of this presentation came from Katharine Hayhoe's website (she is a professor in the Tech Political Science Dept and the link to her website is listed on the presentation).

Global Carbon Cycle and Global Climate Change
http://www.slideshare.net/secret/C6iDTujQlIh73C

Further Reading

Climate Change FAQ- http://www.eoearth.org/article/Climate_change_FAQs

Causes of Climate Change- http://www.eoearth.org/article/Causes_of_climate_change

Economics of Climate Change- http://www.eoearth.org/article/Economics_of_climate_change

Mauna Loa Curve- http://www.eoearth.org/article/Mauna_Loa_curve

Expected Learning Outcomes

By the end of this course a fully engaged student should be able to

- identify the major reservoirs of carbon

- discuss the two most important biological processes that result in a movement of carbon from one reservoir to another

- discuss the three ways that human activity has altered the global carbon cycle

- explain the Mauna Loa Curve

- discuss why climate scientists have concluded that global temperatures have increased

- discuss why cllimate scientists have concluded that this increase in temperature is most likely caused by humans

- discuss some potential consequences of global climate change

The Physical Environment- Climate Basics

Introduction

The physical environment can have a profound influence on ecology at a variety of levels. For example, the physical environment can act as a strong selective presssure to produce adaptations or can influence the rates of nutrient cycling through an ecosystem. For our simple purposes here, the two most important components of the physical environment are temperature and precipitation. I suggest that we can predict a lot about what is going on ecologically in an environment if we know something about temperature and precipitation patterns.

From watching the nightly news we all know how difficult it is for the local weatherperson to accurately predict what the weather is going to be like tomorrow. Fortunately, it is much easier to understand broad patterns of variation in temperature and precipitation.

Temperature



The dominant global temperature pattern is that it tends to get cooler as you move away from the poles. The cause of this is relatively simple. Because the earth is so far from the sun, the light rays hitting the earth are basically paralell to each other. Because of the curvature of the earth, sunlight hitting the earth near the equator falls over a smaller area than sunlight hitting near the poles. Because the same amount of light energy is hitting a smaller area near the equator, the concentration of energy/area is greater near the equator than the pole thus resulting in higher temperatures.

Elevation is another factor that influences global temperatures. Because there is less insulating atmosphere above areas of high elevation temperatures tend to decrease as you go up in elevation.

Large bodies of water can mediate temperature variations. For example, seasonal and daily variation in temperatures are much lower in areas near the ocean (maritime climates) than they are in areas far from the ocean (continental climates).

Global temperature patterns can also be affected by patterns of ocean circulation. For example, the west coast of continents are often cooled by cool water flowing from the poles to the tropics while the east coasts of continents can be warmed by warmer water from the tropics to the poles (e.g., the Gulf Stream). If you have ever been to the beach in southern California you surely noticed how cold the water was; east coast beaches at similar latitudes have much warmer water.

Precipitation

In order to understand global precipitation patterns you need to understand global patterns of atmospheric circulation. Hopefully, after studying the article on atmospheric circulation you will be able to explain-

1. why there tends to be high precipitation in tropical regions and

2. why precipitation tends to be low at 30 degrees North and South of the equator.

Patterns of precipitation can also be influenced by the presence of mountains. As air masses containing moisture hit a mountain they are forced upward. Because rising air cools and cool air







holds less moisture, precipitation occurs on the windward side of mountains. Once the air mass has passed over the mountain in falls to lower elevations and gets warmer. Because most of the moisture has been lost as precipitation on the windward side of the mountain and the warmer air holds more moisture there is very little precipitation on the leward side of the mountain resulting in a "rainshadow desert".

Let's think about Lubbock!

Let's see if we can use our newfound understanding of some of the factors influencing temperature and precipitation to make predictions about what the climate should be like in Lubbock. What information do we need about the geographic location of Lubbock to help us understand the climate? First, we need to know the latitude; Lubbock is located approximately 33 degrees north. Second we need to know something about the proximity to the ocean. As an old beach boy, I can guarantee you that we are a long, long way from the ocean in Lubbock. Third, where is Lubbock in relation to mountains? Lubbock is located to the east of the southern extension of the Rockies.

Why is all of this important?

1. What can we learn from the latitude of 33 degrees North? This latitude is still close enough to the equator to be warm so we expect relatively high temperatures. Because Lubbock lies near the 30 degree zone of low precipitation we would predict relatively low precipitation. At 30 degrees North we would predict that Lubbock would receive predominately winds from the west.

2. From the continental location of Lubbock we would predict fairly extreme daily and seasonal fluctuations of temperatures.

3. Because Lubbock lies in the Westerlies most of the precipitation that is arriving in Lubbock comes from the Pacific Ocean. Because these winds have passed over the Rockies we would predict that Lubbock would lie in a rainshadow, again causing low precipitation.

How did we do. If anyone has ever been in Lubbock (especially in the spring time) you would know that the wind almost always blows in from the west. Temperatures are relatively warm but there is fairly large seasonal and daily variations in temperature. Lubbock has a semi-arid climate and receives on average about 18 inches of precipitation per year. Thus, with just a little bit of knowlege about the factors that influence global patterns of temperature and precipitation we were able to fairly accurately the climate in Lubbock. Thus, I would expect that organisms native to Lubbock should be well adapted to the low precipitation, continental climate of the region (the short grass prairie was the dominant vegetation type presettlement).

See use these patterns to understand climate in your town (note climate patterns in Texas are complicated in central and eastern Texas becasue of the influence of air masses coming up from the Gulf). Compare the temperature and precipitation of your town with that if very divergent locations around the globe.


Further Reading

If you would like some more detailed information about factors affecting climate and the atmosphere you can check out the Atmosphere Chapter in Michael Pidwirny's online Physical Geography textbook http://www.physicalgeography.net/fundamentals/contents.html.

Powerpoint Presentation

Click here to see the powerpoint presentation "Factors Influencing the Physical Environment".
http://www.slideshare.net/secret/EaVq4nm5KuSsBI

Expected Learning Outcomes
At the end of this course a fully engaged student should be able to

- describe global patterns of variation in temperature and precipitation and be able to explain the causes of these patterns

- for any location in the world, use your knowledge of the factors that affect global patterns to preict the local climate

Science in the News- We've Built Right up to the Edge in the Most Foolish Way

http://www.theatlanticcities.com/arts-and-lifestyle/2012/11/weve-built-right-edge-most-foolish-way/3789/#.UJXbLP8NT-0.facebook

Making our Coastal Cities More Resilient Can't Wait
http://www.theatlanticcities.com/jobs-and-economy/2012/11/making-our-cities-more-resilient-cant-wait/3758/

The Danger Increases But The Water Still Calls
http://start.toshiba.com/news/read.php?rip_id=%3CDA2BR0K80%40news.ap.org%3E&ps=1011

Plate Tectonics and the Formation of Coral Reefs

https://www.slideshare.net/MarkMcGinley/coral-reefs-1616280

Plate Tectonics

http://www.slideshare.net/MarkMcGinley/plate-tectonics-i

http://www.slideshare.net/MarkMcGinley/plate-tectonics-ii

How Old is Stuff?

Readings

James Hutton http://www.eoearth.org/article/Hutton,_James

Uniformitarianism http://www.eoearth.org/article/Uniformitarianism

Charles Lyell http://www.eoearth.org/article/Lyell,_Charles

Law of Superposition http://imnh.isu.edu/exhibits/online/geo_time/geo_principles.htm#super

Age of the Earth http://pubs.usgs.gov/gip/geotime/age.html

How Do We Know The Age of the Earth http://geomaps.wr.usgs.gov/parks/gtime/ageofearth.html#age

Radiometric Dating http://www.tulane.edu/~sanelson/eens211/radiometric_dating.htm

How Old is the Universe http://map.gsfc.nasa.gov/universe/uni_age.html

WMAP http://map.gsfc.nasa.gov/

Video

Radioactive Dating http://www.youtube.com/watch?v=1920gi3swe4

Cool Interactive Website

Clocks in Rocks http://www.sciencecourseware.org/VirtualDating/files/1.0_ClocksInRocks.html

Powerpoint Presentation

http://www.slideshare.net/MarkMcGinley/how-old-is-stuff

Expected Learning Outcomes

By the end of this course a fully engaged student will be able to

- discuss the contributions of Hutton and Lyell to the development of the field of geology

- define uniformitarianism

- discuss why early geologists concluded that the Earth had to be much older than 6000 years

- discuss how scientists use radioactive dating to determine age

- briefly discuss how scientists determined the age of the Universe

The Earth- Basic Intro Part II

Readings

Structure of the Earth http://www.eoearth.org/article/Structure_of_the_Earth

The Big Bang http://science.nasa.gov/astrophysics/focus-areas/what-powered-the-big-bang/

Composition of Rocks http://www.eoearth.org/article/Composition_of_rocks

Igneous Rock http://www.eoearth.org/article/Igneous_rock

Sedimentary Rock http://www.eoearth.org/article/Sedimentary_rock?topic=49478

Metamorphic Rock http://www.eoearth.org/article/Metamorphic_rock?topic=50013

Rock Cycle http://www.eoearth.org/article/Rock_cycle?topic=50013

Expected Learning Outcomes

By the end of this course a fully engaged student should  be able to

- briefly discuss the characteristics of the different layers of the earth

- briefly discuss the origin of the Universe by the Big Bang

- discuss the three different types of rocks

- briefly discuss the rock cycle

http://www.slideshare.net/MarkMcGinley/the-earth-part-ii

Ecosystem Ecology: Energy

NOTE!!! By the end of this class you should be able to discuss what is WRONG with the diagram shown above!!!!!


Ecosystem ecologists focus on the flow of energy and the cycling of nutrients through the ecosystem.  In this lesson we will focus on energy.

Further Readings

Ecosystems- http://www.eoearth.org/article/Ecosystem

Ecological energetics- http://www.eoearth.org/article/Ecological_energetics

Expected Learning Outcomes

By the end of this course a fully engaged student should be able to

- diagram and discuss the flow of energy through an ecosystem

- discuss the implications of the energy pyramid on the population sizes and risks of extinction.

- discuss why the "inverted trophic pyramid" originally described in coral reefs was so disturbing to ecologists.

Peopleing

Overfishing has become a big problem, but as yet, overpeopleing has not!

Writing Assignment #2

In a debate of GOP candidates for President held in September, Governor Rick Perry was asked a question about climate change. His response to that question is shown in the You Tube video in the following link.

http://www.youtube.com/watch?v=qoPvxcwZ5xw

Your Assignment- Comment on his response. 2 pages maximum

Rough Draft due Friday, October 5th

Workshop Papers- Monday October 8th or Wednesday October 10th

Final Draft Due- Monday October 15th

Coral Reefs

Background Readings

Coral reefs- http://www.eoearth.org/article/Coral_reef

Threats to Coral Reefs-
http://www.eoearth.org/article/Threats_to_coral_reefs

Cnidaria- http://www.eoearth.org/article/Cnidaria

Zooxanthellae- http://www.eoearth.org/article/Zooxanthellae

Global warming takes a toll on coral reefs
http://www.eoearth.org/article/Global_warming_takes_a_toll_on_coral_reefs

Patterns of Caribbean coral loss
http://www.eoearth.org/article/Patterns_of_Caribbean_coral_loss

Coral disease-
http://www.reef.crc.org.au/discover/coralreefs/Coraldisease.htm

Coral stress and disease
http://www.reefrelief.org/Image_archive/diseases/index.shtml

Powerpoint Presentation

http://www.slideshare.net/secret/MXAjnaF502X8PL

Great Online Resource

• Coral-reef-info.com Your Online Guide to Coral Reefs- http://www.coral-reef-info.com/

Expected Learning Outcomes

By the end of this course a fully engaged student will be able to

- discuss the characteristics or the cnidarian polyps and zooxanthellae that make up a corals

- discuss the "dilema of the inverteed trophic pyramid" and the role that the discovery of zooxanthellae played in solving that mystery

- discuss the mutualism between cnidarian polyps and zooxanthellae

- discuss some of the threats facing coral reefs

- discuss coral bleaching and some of the proposed mechanisms of bleaching

- discuss the characteristics of some of the important coral diseases

Additional Powerpoint Presentations


Intro to Oceans
http://www.slideshare.net/secret/3UkF9S2ALRGNMz

Intro to Coral Reefs
http://www.slideshare.net/MarkMcGinley/coral-reefs-1616280

Coral Reef Zonation
http://www.slideshare.net/MarkMcGinley/coral-reef-zonation

Coral Reef Interactions
http://www.slideshare.net/MarkMcGinley/coral-reef-interactions

Science in the News: The Mystery of the Disappearing Bees: Solved!

http://blogs.reuters.com/great-debate/2012/04/09/mystery-of-the-disappearing-bees-solved/

Mangroves

Mangroves form an important, yet poorly understood and greatly unappreciated tropical ecosystem. Mangroves include a number of tropical trees and shrubs that are able to live in the intertidal zone along tropical coastlines. Mangrove plants all have adaptations to allow them to live in periodically flooded regions with high salt content. Thus, mangrove plants are defined by their ecological niche rather than their taxonomy and the approximately 70 species of mangrove plants come from 20 different plant families. The mangrove ecosytem (sometimes referred to as the mangal) occurs along protected coastlines in the tropics where mangrove plants grow.

Mangroves are common in the protected coasts in Central America and the Caribbean(they are also found in Florida and other regions of the Gulf Coast in the US). However, mangrove ecosystems in the Caribbean contain many fewer species than mangrove ecosystems in the tropics. For example, there are three main species of mangroves found in the Caribbean region whereas there can be as many as 58 species of mangroves found in the Indo-Pacific region.

Problems Facing Plants Licving in Intertidal Areas

Plants living in intertidal environments face a number of problems. First, because the soil is very fine and water logged, it is difficult for the root system to support the plant. Second, because the roots zone is waterlogged, plant roots are unable to pick up the oxygen they need through the woil. Finally, because they are living in the intertidal zone mangrove plants have to be able to live in water with high salt concentrations.

Mangrove Roots

Because mangroves live in waterlogged, unconsolidated soil, they have to have specialized root systems to support themselves.

Trees that live on land usually have a number of roots below ground that join into a single trunk that extends above ground. As you can see from these photos, the growth form of mangrove plants is very different. A large number of roots branch off from the trunk and then grown down into the soil. These roots, known as prop roots, help to stabilize the trees.


Some mangrove trees produce "aerial roots" that drop down from branches until they reach the soil. One they reach the soil they help to support the tree.





Adaptations For Picking Up Oxygen

Remember that, unlike us, plants don't breathe. Plant leaves produce the oxygen they need as a byproduct of photosynthesis. However, because they are underground and not exposed to light, plant roots are unable to conduct photosynthesis so they have to rely on picking up oxygen from the surrounding soil by diffusion. On land the air spaces between soil particles provides the oxygen that the plant needs. However, in waterlogged soils, water replaces the air in the spaces between the soil particles so there is no oxygen available to the plant roots. Because plants don't have a circulatory system, there is no way for them to quickly move oxygen from the leaves to the roots. Thus, mangroves have evolved interesting adaptations to provide oxygen to their roots.

Some mangrove plants produce interesting structures known as pneumatophores. Pneumatophores are structure that grow up out of the soil high. These pneumatophores allow the plants to pick up oxygen from the air that can be used by the roots.


The shapes of pneumatophores differs between species.


The white blotches on the prop roots are structures known as lenticels. The lenticels are connected to the underwater roots by a spongy tissues that allow oxygent that diffuses into the prop roots through the lenticels to diffuse easily to the roots where it is needed.


Importance of Mangroves

Mangroves are being destroyed around the world at a rapid rate. Mangroves are destroyed to allow for coastal development or aquaculture. Mangroves are very important ecosystems for two reasons. First, they serve as nurseries for a number of marine fish and invertebrates. The juveniles of many species hide out among the mangrove roots until they are large enough to move out to the reef. Second, the mangrove roots protects the shore from the effects of storms and tsunamis. It was well documented that regions that were protected by mangroves were much less negatively affected by the big tsunami than those regions where the mangroves have been removed.

Readings

http://www.eoearth.org/article/Mangrove_ecology?topic=49514

http://www.eoearth.org/article/Mangrove_swamp?topic=58071

Expected Learning Outcomes

By the end of this  class a fully engaged student should be able to

- define "mangrove"
- discuss the problems facing plants living in the estuarine environment
- discuss adaptations of mangove plants to deal with the abiotic environment

Coastal Habitats

Readings

General
http://en.wikipedia.org/wiki/Marine_habitats
http://en.wikipedia.org/wiki/Intertidal_zone

Rocky Shore
http://www.marinebio.net/marinescience/03ecology/tptales.htm
http://ceres.ca.gov/ceres/calweb/coastal/rocky.html
http://en.wikipedia.org/wiki/Rocky_shore

Sandy Shore
http://ecology.hku.hk/jupas/sandy%20shore/Sandy%20shores%20main.htm
http://www.botany.uwc.ac.za/envfacts/facts/sandy_shores.htm
http://www.bbc.co.uk/nature/blueplanet/infobursts/sandy_shore_bg.shtml

Mudflats
http://en.wikipedia.org/wiki/Mudflat
http://www.marinebio.net/marinescience/03ecology/mfindex.htm

Salt Marsh
http://www.eoearth.org/article/Salt_marsh

Mangroves
http://www.eoearth.org/article/Mangrove_swamp?topic=58071
http://www.eoearth.org/article/Mangrove_ecology?topic=49514

Powerpoint Presentation

http://www.slideshare.net/MarkMcGinley/coastal-ecosystems

Expected Learning Outcomes

By the end of this class a fully engaged student should be able to

- discuss the relationship between wave force and particle size
- discuss important abiotic gradients that occur in intertidal habitats
- briefly discuss rocky shores, sandy shores, mudflats, salt marshes, and mangroves
- compare and contrast ecological communities in the various intertidal habitats
- discuss how ecologists have used manipulative experiments to be study the factors that influence the    distribution of organisms
- design manipulative experiments to study the factors limiting the distribution of an organism

Natural Selection

An understanding of the process of natural selection helps us to understand the amazing diversity of life on the earth.

Expected Learning Outcomes

By the end of the course a fully engaged students should be able to

1) define the process of natural selection

2) distinguish between the patterns of stabilizing, disruptive, and directional selection and provide examples of each pattern

3) describe how the process of natural selection has produced a trait that is an adaptation to a particular environmental condition.

4) explain why organisms are not expected to be perfectly adapted to their environments

5) discuss the conditions that would cause natural selection to stop

6) explain why natural selection is expected to produce selfish traits

Readings

Natural selection http://www.eoearth.org/article/Natural_selection

Here is a link to a website from UC Berkeley that might be useful to take a look at-

http://evolution.berkeley.edu/evolibrary/article/evo_25

Science in the News: http://www.alternet.org/environment/inside-look-first-village-forced-relocate-due-climate-change

http://www.alternet.org/environment/inside-look-first-village-forced-relocate-due-climate-change

Science in the News: Second Gunman in the Death of the Dinosaurs

http://science.time.com/2012/09/11/second-gunman-in-death-of-the-dinosaurs/?xid=newsletter-weekly

Science in the News: Alien Snakes Help Spinders Overrum Guam

Interesting Article. We will discuss introduced species later on this semester.

http://news.yahoo.com/alien-snakes-help-spiders-overrun-guam-144144987.html

Punctuation

Geology Humor???

Science in the News. It is Time to Get Serious About Science

Here is a link to an article that an ex-student posted on Facebook.  Thanks Joe!

http://www.washingtonpost.com/opinions/its-time-to-get-serious-about-science/2012/09/09/5b5c1472-f129-11e1-892d-bc92fee603a7_story.html

Grammar

Think about this while you are working on your papers.

Waves

Readings

http://www.seafriends.org.nz/oceano/waves.htm

http://hyperphysics.phy-astr.gsu.edu/hbase/waves/watwav2.html

http://geography.about.com/od/physicalgeography/a/waves.htm

http://www.ehow.com/info_8785171_difference-between-currents-waves-tides.html

http://oceana.org/en/explore/marine-science/ocean-waves


Powerpoint Presentation

http://www.slideshare.net/MarkMcGinley/waves-14235223

Videos

http://www.youtube.com/watch?v=MXWpmY86lHk

http://www.youtube.com/watch?v=bQrj0DNXjMY

http://www.youtube.com/watch?v=8y1MkFZSwIs&feature=related


Expected Learning Outcomes

By the end of this class a fully engaged student should be able to

- define characteristics of an ocean waves
- discuss the causes of ocean waves
- describe the movement of energy, surface water, and subsurface water in an open ocean wave
- describe what happens in a breaking wave
- discuss possible uses of waves as a source of renewable energy.

Writing Assignment #1

Topic.  Why should a student at Texas Tech University be required to take courses in physical/life sciences?

Please choose a specific audience for your essay.

2 pages max double spaced.  If you have references then you can add a 3rd page for your references.

Draft Due- Friday September 14th.  We will workshop these papers on Monday September 14th

Final Draft Due- Friday September 21st.

Tides

Readings

http://oceanservice.noaa.gov/education/tutorial_tides/welcome.html

http://oceanmotion.org/html/background/tides-forces.htm

http://www.eoearth.org/article/Tide

Powerpoint Presentation

http://www.slideshare.net/MarkMcGinley/tides-14203963

Expected Learning Outcomes

By the end of this course a fully engaged student should be able to

- discuss the effect the size and distance on gravitational pull
- describe role that the sun and the moon play in causing tides
- explain the cause of the daily, monthly, and annual patterns of tides

Assignment #1. Science in the News- Your Turn

Hello Everyone,

I am sure that we all enjoyed our not-at-all deserved 3 day weekend.  Now it is time to get down to business.  Here is your first assignment.

1) Find an article or video that discusses some element of science dealing with the topics that we will be covering in this class (e.g., oceanography, geology, geography, atmospheric science, climate science, biology, ecology, environmental issues, etc.).

2) Post a link to the article/video as a comment at the end of this post.

3) Add a short (1 paragraph) summary of the information you learned from the article.


DUE DATE:  Must Be Posted by 5 PM on Monday September 10th

Note:  As a motivation to get you to turn your work in early, there are no duplicate articles allowed.  Thus, if someone posts your article before you do you must find a new article!!

The Atmosphere: A Brief Intro

Readings

http://www.windows2universe.org/earth/Atmosphere/layers.html

http://science.nationalgeographic.com/science/earth/earths-atmosphere/

Earth's Atmosphere- http://www.eoearth.org/article/Earth's_tmosphere?topic=49479

The Atmosphere- http://www.eoearth.org/article/AP_Environmental_Science_Chapter_4-_The_Atmosphere

Wind- http://www.eoearth.org/article/Wind

Ocean Circulation- http://www.eoearth.org/article/Ocean_circulation

Powerpoint Presentation

http://www.slideshare.net/MarkMcGinley/earths-atmosphere-a-basic-intro

Expected Learning Outcomes

By the end of this class a fully engaged student should be able to

- define "atmosphere"
- discuss some of the important gasses found in Earth's atmosphere
- define "wind" and discuss the causes of wind
- diagram the global wind pattern and explain the causes of this pattern
- diagram the ocean circulation pattern and explain the causes of this pattern

Science in the News! Strategic water plan to look at conservation, expanding resources

Hello Everyone.

Here is a link to an article from today's Lubbock Avalanche Journal.  It presents a disturbing perspective about the future of water availability in Lubbock.

http://lubbockonline.com/local-news/2012-09-02/strategic-water-plan-look-conservation-expanding-resources?v=#.UETJctZmRWY

FYI- The photos at the top show the decrease in size of Lake Meredith, source of some of Lubbock's water, during the current drought.

Science in the News! New Ocean Scorecard Gives World a 60%

Here is an interesting article from Time Magazine that grades the condition of the world's oceans.  Enjoy!!

http://science.time.com/2012/08/27/new-ocean-scorecard-gives-world-a-60/

Oceans: A Basic Intro

Further Reading

Ocean- http://www.eoearth.org/article/Ocean

Oceans- http://www.eoearth.org/topics/view/54325/

Water Properties: The Facts and Figures About Water- http://ga.water.usgs.gov/edu/waterproperties.html


Powerpoint Presentation

http://www.slideshare.net/MarkMcGinley/oceans-a-brief-introduction


Expected Learning Outcomes

At the end of this course a fully engaged student should be able to

- locate the major oceans and seas on a map/globe
- discuss the chemical structure of water and discuss how that structure leads to important properties of water
- discuss other important properties of water
- describe the continental shelf
- discuss how light penetration and temperature depend on depth
- briefly discuss some important marine ecosystems

Interesting Article: Being a Digital Native Isn't Enough

The fact that I grew up with black and white TV's, manual typewriters, and rotary phones officially qualifies me as an "old fart".  Not surprisingly, old farts look at technology differently than the generation that has grown up with technology.

This article from a Scientific American Blog has an interesting perspective on how your generation uses technology.  Take a look and let me know what you think.

http://blogs.scientificamerican.com/guest-blog/2012/08/28/being-a-digital-native-isnt-enough/

The Earth- Basic Intro

Further Reading

The Solar System

Solar System Exploration- http://solarsystem.nasa.gov/planets/profile.cfm?Object=SolarSys

The Earth

Earth- http://nineplanets.org/earth.html

Earth- http://en.wikipedia.org/wiki/Earth

What is Earth? http://www.nasa.gov/audience/forstudents/k-4/stories/what-is-earth-k4.html

Earth Overview- http://solarsystem.nasa.gov/planets/profile.cfm?Object=Earth

The Seasons and Axis Tilt- http://www.enchantedlearning.com/subjects/astronomy/planets/earth/Seasons.shtml

Powerpoint Presentation

http://www.slideshare.net/MarkMcGinley/the-earth-a-very-basic-intro

Expected Learning Outcomes

At the end of this course a fully engaged student should be able to

- discuss the three forms of matter and discuss the reason matter changes from one for to another
- explain why there is night and day
- explain why a day is approximately 24 long
- explain why day length is not the same everywhere on the planet
- explain why it is warmer at the equator than at the poles
- explain why we have seasons
- discuss the factors that influence the temperature on the Earth

Science in the News!! "Legitimate Rape"

‘Legitimate Rape’? Todd Akin and Other Politicians Who Confused Science

Read more: http://healthland.time.com/2012/08/21/legitimate-rape-todd-akin-and-other-politicians-who-confuse-science/?xid=newsletter-weekly#intro#ixzz24lruRDDd

http://healthland.time.com/2012/08/21/legitimate-rape-todd-akin-and-other-politicians-who-confuse-science/?xid=newsletter-weekly#intro

Get to Know Your FYE Mentors

Brieann McDaniel

Hey Guys! I'm Brieann McDaniel and I am originally from Houston, Texas. I am a sophomore psychology major with a pre-med track. When I graduate I would like to continue on to medical school and become a criminal psychiatrist. I am really excited about being a mentor this fall and hope that all of you enjoy your honors college experience as much as I have. Good Luck!


Brendan Snyder

I'm Brendan Snyder and I'm from Fort Worth! I am a Junior Management and Marketing double major, and plan on getting my masters in Sports Management after I graduate. I am a very outdoorsy person and love playing sports (seriously, it's about all I do). This is my second year as an honors mentor and I'm very excited to be given the opportunity again, it should be a fun semester! I look forward to meeting everyone tomorrow in class.

Science

“The whole of science is nothing more than a refinement of everyday thinking.” Albert Einstein

What is Science?

Science is a way of learning about the world. Other ways of learning about the world include philosophy and religion.

Science is differentiated from alternative ways of learning about the world by
1) what it studies
2) how it studies it

(a) Science deals with the natural world and assumes that the world is governed by “natural laws” (I don’t spend too much time worrying about where these laws came from, I just accept that they exist)and (b) science only studies things that can be observed

Religion, on the other hand, deals with the supernatural, so science simply can’t study it.

Scientists learn about the world using the scientific method. Scientists use observations and experiments to test predictions of hypotheses. Thus, data determines “truth” in science. Religious truth often relies on “revelations” not data.

Thus, science and religion differ on what they can study and how they study it. Here is the critical question- which way of learning about the world is best? Any particular method is not the best, they are complementary ways of learning about the world and each works best within its intended boundaries. For example, science has nothing to say about religion, faith, or God.

My suggestion is that if you want to study observable phenomena that take place in the natural world then science is the best approach. We spend our lives surrounded by the applied knowledge that comes from using the process of science.

Think about a couple of examples

1) you come out in the morning and you can’t start your car.

Possible hypotheses
- you left your lights on and the battery has gone dead
- something is wrong with the starter

Where do these hypotheses come from? The knowledge that engines run according the laws of physics and chemistry helps us to understand how they work.

Alternative hypotheses
- you ran over a fairy on the way home last night and they are punishing you
- your neighbor is a witch and has put a hex on your car because your dog barks too much

We are likely to laugh at these alternative hypotheses because we understand the mechanical basis of car problems. Who do you take your car to for repairs- (i) Gus the mechanic (who whether he knows it or not uses his knowledge of physics and chemistry to diagnose what is wrong and repair your car) or (ii) Princess Fatima the Gypsy around the corner? Obviously, we choose Gus.

2) What do you do if you get sick?

The most obvious answer is that you go to the Doctor and do what they tell you. Certainly you might ask people to pray for you or pray for yourself. Some religions (e.g., Christian Scientists) rely on spiritual healing alone and will not take their children to the doctor when they are sick. I doubt that most people around here would support that position.

Readings

What is science? from Understanding Science: How Science Really Works. UC Berkeley
http://undsci.berkeley.edu/article/whatisscience_01

For an interesting discussion of the difference between "belief knowledge" and "research knowledge" check out "What is science?" by Bruce Tiffney from the University of California Museum of Paleontology
http://www.ucmp.berkeley.edu/education/events/tiffney3a.html

Expected Learning Outcomes

By the end of this course a fully engaged student should be able to

- define science

- distinguish science from other ways of learning about the world

- articulate their personal view of how science relates to their everyday life

The Mark McGinley Story

 Here is the perfect cure for insomnia!

The Formative Years
I was born in Corpus Christi, TX and after a couple of moves we ended up in Rosenberg, (near Houston) where I attended grade school. I was interested in biology from an early age; I watched Marlin Perkins and Jacque Cousteau (your parents should know who they are) and I spent a lot of time outdoors on family camping and fishing trips. Even though I grew up near Houston during the Apollo years, I always thought that it would be much cooler to be a biologist than an astronaut.

When I was in the sixth grade my family moved to Australia for four years. This was an amazing life change for a kid who thought that the annual trip to my grandparents’ house in Oklahoma was a big deal. I had the incomparable experience of living in another country and experiencing a whole new way of life. Probably the biggest difference between Australia and the U.S. was the schools. I went to an all-boys English-style, private school where we had to wear uniforms (suits and ties) and straw boater hats to class everyday (this probably explains my preferred style of dress today).

The move also provided me with the opportunity to travel the world. During trips through Europe and Asia we saw many places of historical and cultural interest. Among my favorites were the Coliseum in Rome, the Tower of London, and Mt. Fuji in Japan. More importantly, my travels exposed me to many new biological experiences including seeing hippos, gazelles, elephants, and a cheetah in South Africa, snorkeling and beachcombing in Hawaii, Tahiti, Fiji, and the Great Barrier Reef, chasing emus through the Australian outback, watching a male lyrebird do his mating dance, watching fairy penguins come ashore for the night off of the coast of southern Australia, and many sightings of other Australian wildlife including kangaroos and koalas (how many people do you know that have ever seen a koala running along the ground?).

During the summer before my sophomore year in high school we moved to Thousand Oaks, CA (old-timers will remember TO as the former summer home of the Dallas Cowboys before they were ruined by Jerry Jones) where I graduated from high school. During my senior year I spent a week studying ecology and philosophy in Yosemite National Park and this trip confirmed by desire to be a biologist.

Education

I enrolled at the University of California, Santa Barbara to study biology. UCSB is an incredible place to go to school (I could see the ocean from my bedroom window three out of the four years that I was there) and it also happened to have one of the best ecology programs in the world. Joe Connell (one of the most influential ecologist of our era) taught the ecology section of my intro biology course and also taught my first ecology course, so it is probably his fault that I am here today because after finishing his course I knew that I wanted to be an ecologist. Later, after taking courses from Steve Rothstein and Bob Warner, I became interested in behavioral and evolutionary ecology and I decided to go to grad school to study behavioral ecology. I went to Kansas State University in Manhattan, KS which was a pretty big change from UCSB. I enjoyed K-State (I learned to bleed purple for Wildcat basketball) and I was lucky to be able to spend summers working for my advisor Chris Smith at the Mountain Research Station in Colorado studying pollination in lodgepole pine. My Masters Thesis extended optimal foraging models to examine woodrats foraging for non-food items (sticks that they use to build their houses). I also did a theoretical study examining how food stress should affect sex ratios. I earned a Ph. D. at the University in Salt Lake City. For my Ph. D. thesis with Jon Seger, I developed models and conducted experiments to understand the causes of seed size variation in plants. During my little free time, I played volleyball with the U of U Volleyball Club team and I was probably the only person in the whole city who did not ski (I still don’t see the point of intentionally getting cold). I spent two years working as a post-doctoral researcher with Dave Tilman at the University of Minnesota. Our research focused on succession in old fields at Cedar Creek Natural History Area just north of Minneapolis.

Life at Texas Tech
I started as an Assistant Professor in the Department of Biological Sciences at Texas Tech University in 1991. I am currently an Associate Professor with a joint position in the Honors College and the Department of Biological Sciences. In the Honors College I work closely with the Natural History and Humanities degree (this degree progam recently changed it's name to Environment and the Humanities(http://www.depts.ttu.edu/honors/nhh/).

Teaching

I teach a wide variety of classes at Tech. Two of my favorite courses are Tropical Marine Biology (taught in Jamaica and Belize) and the Rio Grande Class (we take a week-long canoe trip through Big Bend over Spring Break). For the past 6 summers I have worked as a scuba instructor and marine biologist with Odyssey Expeditions leading sailing and scuba trips through the Caribbean (British Virgin Islands, Martinique, St. Lucia, and St. Vincent & the Grenadines).

Scholarship
For several years I conducted ecological research in the sand shinnery oak community in West Texas. My current interests are in science curriculum development, environmental education, and informatl science education. I serve as a member of the Stewardship Committee of the Environmental Information Coalition and as an Associate Editor for the Encyclopedia of the Earth (http://www.eoearth.org/). In the Malaysian Bat Education Adventure we are using the ecology of Malaysian Bats as the focus of an integrated science curriculum for students in Kindergarten through 8th grade.

Development Leave in Malaysia
In 2010-2011 I spent 11 months as a Fulbright Visiting Scholar in Malaysia. While I was there I was a Visiting Professor in the Institute of Ecology and Biodiversity at the University of Malaysia in Kuala Lumpur. I taught a course, worked with Malaysian scholars, and spent a lot of time travelling around and learning more about Malaysia. I was able to see lots of interesting biology in the rainforests and coral reefs. How many people do you know who have seen a wild Orangutan, a Borneo Pygmy Elephant, and have had a sea turtle lay eggs in their hand? I had a great time over there (what I am doing back in LBK?)!

To see more about my adventures check out my blog
http://markinmalaysia.blogspot.com/



Traveling


I enjoy traveling and I have been able to explore my passion for scuba diving on dive trips in Texas (San Solomon Springs in Balmorhea and the Flower Garden Banks) throughout the Caribbean as well as Yap, Palau, Solomon Islands, Fiji, Malaysia, Indonesia, the Philippines, and the Galapagos Islands .  I just returned from a trip to the Philippines and Malaysia.  My favorite marine critters include hammerhead sharks, pygmy sea horses, frog fish, and “the pea”.

Course Syllabus

Honors Integrated Science- FYE  Fall 2012

HONS 2406-H01 & 2406-H51

MWF 10:00 – 10:50. English & Philosphy 304 (lecture)

Th 2 – 4:50. English & Philosophy 304 (lab)

Instructor

Dr. Mark McGinley

Room 215 McClelland Hall

mark.mcginley@ttu.edu

Office Hours:

T-Th- 10-11 or by appointment

I encourage you to make an appointment to meet with me if you need to see me. The easiest ways to do this are (1) to talk to me either before or after class or (2) to send me an email listing times when you are available to meet with me and then I will let you know which works best for me.

Course Outline

This course offers an integrated introduction to oceanography, earth science, atmospheric science,  and life science.  In particular, this course will examine how the physical environment influences the biotic environment.  The course will consist of a combination of lectures, group discussions, writing workshops, and laboratory work. This course will be writing intensive.

THIS COURSE FULFILLS THE CORE CURRICULUM NATURAL SCIENCES REQUIREMENT

The objective of the study of natural science component of a core curriculum is to enable the student to understand, construct, and evaluate relationships in natural sciences, and to enable the student to understand the bases for building and testing theories.  The natural sciences investigate the phenomena of the physical world.

Students graduating from Texas Tech University should be able to explain some of the major concepts in the natural sciences and demonstrate an understanding of scientific approaches to problem solving, including ethics.

Student Absence for Observation of Religious Holy Days

A student who is absent from classes for the observation of a religious holy day shall be allowed to take an examination or complete an assignment scheduled for that day within a reasonable time after the absence if, not later than the fifteenth day after the first day of the semester, the student had notified the instructor of each scheduled class that the student would be absent for a religious holy day.

Academic Integrity.

Texas Tech University faculty strive to foster a spirit of complete honesty and high standards of integrity. Any attempt by students to present as their own work any work not honestly performed is regarded by faculty and administration as a most serious offence and renders offenders liable to serious consequences, possibly suspension from the university. “Scholastic dishonesty” includes, but is not limited to, cheating, plagiarism, collusion, falsifying academic records, misrepresenting facts, and any act designed to give an unfair academic advantage to a student. A detailed list of offenses is available in the Code of Student Conduct, found in Part IX, pp. 20-21 in the current Student Handbook, available on line at:

http://www.studentaffairs.ttu.edu?publications/SA_handbook_2005-2006.pdf.

Any student who, because of a disability, may require special arrangements in order to meet the course requirements should contact the instructor as soon as possible to make any necessary arrangements. Students should present appropriate verification from Student Disability Services during the instructor’s office hours. Please note instructors are not allowed to provide classroom accommodations to a student until

appropriate verification from Student Disability Services has been provided. For additional information, you may contact the Student Disability Services office at 335 West Hall or 806-742-2405.

Expected Learning Outcomes

Upon completion of this course, a fully-engaged student will be able to:

1. Discuss important theories in ocean, earth, and life sciences. assessed by performance in class discussions, exams, presentation, and written papers

2. “Think critically” about environmental issues. assessed by performance in class discussions, exams, presentation, and written papers

3. Write about scientific issues. assessed by performance on written papers and exams

4. Demostrate their understanding of the scientific method by designing, conducting, analyzing, evaluating, and reporting on the results of an independent scientific investigation.

Grading

Your grade in this course will include your performance in both the lecture and the lab section of the course.  The lecture portion of the course will count for 75% of your grade and the lab portion will count for the remaining 25%.

Lecture Grade

Midterm exam 15%

Final exam 15%

Participation in workshops, online, and discussion 10%

Writing assignments 30%

Term paper 15%

Presentation 15%

Lab Grade

Homework, quizzes and participation 25%
Statistics Midterm Exam 25%

Research Project and written research report 50%

Midterm and Final Exam

The written midterm and final exams will cover material discussed in lectures and discussions.

Writing Assignments

These papers will be two pages maximum double spaced.

You will turn in a draft of this paper that will be critiqued by your classmates and me during a “Workshop” class period.

You can revise your paper and turn in a final copy of paper to be graded!

Presentation and Term Paper

Each student will choose a topic and write a 5 page term paper and give a presentation to the class on that topic (more details to follow).

It is extremely important that all assignments be turned in on time!!!

Course Blog

I have created a blog for this course. This blog will be an important means of communication between us so I encourage you to check the blog early and often. The blog is located at http://honorsintegratedscience2023.blogspot.com/. Hopefully, most of your questions about the details of the class will be answered somewhere on the blog.

Blog posts will include your reading assignments and occasionally practice questions to check your learning. In addition, I will list specific “expected learning outcomes” for each lesson to help you focus your study efforts.

Required Reading

There is no required textbook for this course. I will assign readings throughout the semester on the course blog http://honorsintegratedscience2012.blogspot.com/.

Books About Writing

Writing well is important for effective communication. Thus, improving your writing skills is an important component of this course. Here are a couple of references that would be useful for you to have on your shelf (and use) throughout your college career. (these books are not required).

The Elements of Style by William Strunk Jr. and E.B. White.

Eats, Shoots & Leaves. The Zero Tolerance Approach to Punctuation. By Lynne Truss.

Very (Extremely) Tentative Lecture Schedule

Week 1. (August 27 - 31)

Introduction

Critical Thinking

Planet Earth

Week 2. (September 5 - 7)

Monday- Labor Day Holiday

Oceans

Online Assignment #1- Due September 7

Week 3. (September 10 - 14)

Oceans

First Writing Assignment- Due September 14

Week 4. (September 17 - 21)

Monday- workshop papers

Geology

First Writing Assignment- Final Draft Due September 21

Week 5. (September 24 - 28)

Geology

Second Writing Assignment- Due September 28

Week 6. (October 1 - 5)

Monday- workshop papers

Atmospheric Science

Second Writing Assignment- Due October 5

Week 7. (October 8 - 12)

The Importance of the Physical Environment

Midterm Exam- Friday October 12th

Week 8. (October 15 - 19)

Evolutionary Ecology

Third Writing Assignment- Due October 19th
UPDATE- Writing Assignment 2 due

Week 9. (October 22 - 26)

Monday- workshop Writing Assignment 2

Population Ecology

UPDATE- Second Writing Assignment- Final Draft Due October 26

Week 10. (October 29 – November 2)

Population Ecology/Community Ecology

Week 11. (November 5 - 9)

Community Ecology

Week 12. (November 12 - 16)

Ecosystem Ecology

Student led discussions

Week 13. (November 19)

Student led discussions

Thanksgiving Holiday

Week 14. (November 26 - 30)

Student led discussions

Week 15. (December 3 - 5)

Student led discussions

Final Exam- Friday December 7th- 1:30 to 4:00 PM.

LAB

Required Book
The Process of Science. By Mark McGinley (get them from me, not the bookstore)

Expected Learning Outcomes

By the end of this course a fully engaged student should be able to:

1. Define science and describe the process of science. Assessed by performance in quizzes and class discussion.

2. Discuss how scientists generate hypotheses. Assessed by performance on quizzes and class discussion.

3. Discuss when and why scientists need to use statistics and apply the appropriate statistical tests. Assessed by performance on quizzes and research project.

4. Develop a testable hypothesis and collect data to tests these hypotheses. Assessed by performance on research project.

5. Analyze the data and draw appropriate conclusions. Assessed by performance on research project.

6. Report your findings to a wider audience. Assessed by performance on research project final report

Course Schedule
August 30- Introduction
September 6- Chapters 1 and 2
September 13- Chapters 3 and 4, Appendix 1 (t-test)
September 20- Chapter 4 revisited and Chapters 5
September 27- Chapter 6 and 7
October 4- Practice with statistics
October 11- Statistics Midterm Exam
October 18- work on projects
October 25- work on projects
November 1- work on projects
November 8- work on projects
November 15- work on projects
November 22- Eat Turkey
November 29- complete projects

Final Paper Due by 5:00 PM Wednesday December 9th